rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Non-Formal Education
    sub title: Flexible Schooling or Participatory Education?
  name:
    name part: Rogers, Alan.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxu
    date issued: 2005
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XII, 318 p. online resource.
  abstract: This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.
  table of contents: The Context -- The Development Context: The Call for Reorientation -- The Educational Context: The Call for Reform -- The Great Debate -- The Advocates: Constructing Non-Formal Education -- Ideologues -- Empiricists -- Pragmatists -- The End of the Debate -- Some Issues Arising from the Literature -- Case Studies -- NFE Today: The Trajectory of Meanings -- Towards A New Logic Frame -- Re-Conceptualising Non-Formal Education -- Conclusion.
  note: by Alan Rogers.
  subject:
    topic: Education
  subject:
    topic: School management and organization
  subject:
    topic: School administration
  subject:
    topic: Educational policy
  subject:
    topic: ducation and state
  subject:
    topic: Education
  subject:
    topic: Administration, Organization and Leadership
  subject:
    topic: Educational Policy and Politics
  classification: LB2801-3095
  classification: 371.2
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: CERC Studies in Comparative Education ; 15
  identifier: 9780387286938
  identifier: http://dx.doi.org/10.1007/0-387-28693-4
  record info:
    record creation date: 100301
    record change date: 20151204165638.0
    record identifier: 978-0-387-28693-8